1,720,972 research outputs found
KOLABORASI TEORI FENOMENOLOGIS DAN TEORI BERBICARA DALAM PEMBELAJARAN BERBICARA DENGAN PENDEKATAN SAINTIFIK
Full text linkThe collaboration of phenomenologicaltheoryas partof astudy of communication theory and the theory of learning to speak is implemented with scientific approache shave a rolein enhancing the ability to speak a high level. Facts and natural phenomena are the learning materials,phenomenological theory becomes a way how to interpret the facts and phenomena of nature to be communicated to others. The scientific method is going to be a learning scenario which regulates the activity of the role of students and educators. Learning outcomes are achieve disstudents have the ability to speak by using scientific language and high-level thinking and able to communicate it to others. Keywords: theory of phenomenology, communication, learning to speak, scientific
BAHASA, PIKIRAN, DAN REALITAS MERUPAKAN KESATUAN SISTEM YANG TIDAK DAPAT DIPISAHKAN
Full text linkThis  article  aim  to  explain  "language,  mind,  and  reality  is  unity  of  inseparable system".  For  the  purpose,  there  is  two  the  fundamental  elaborated  at  this  article, that is (1) reality and function of language and (2) the relation of mind, language, and  reality.  Description  firstly  include  (a)  linguistic  reality  and  (b)  function  of language.  Including  second  description  (a)  the  relation  of  mind,  language,  and reality and (b) clarity thinks and having language.Key Words: language, mind, realit
PEMBELAJARAN BERBICARA BERBASIS MASALAH: STRATEGI DAN PENDEKATAN SEBAGAI IMPLEMENTASI KURIKULUM 2013
Full text linkThe main goal of learning speaking is to build conversational skills of learners. Learning speaking is a learning process that aims to enable students to understand and apply the forms of act follow oral language-related aspects of intellectual, factual information, emotional attitude. The formulation of learning objectives speaking is in separable from effective aspects, cognitive, and motor. Curriculum 2013 with a scientific approach mandates that every part of learning should support the establishment of three competencies at the same time, the attitude, knowledge, and skills. This purpose can be achieved best when learning to talk hosted by the approach and the right strategy. The ability to speak the learners needed to be stimulated with the ability to demonstrate the skill of speaking. Student centered learning means the students are conditioned to dominate the activity of speaking. Scientific approach to problem-based learning to speak, emphasizing the activity of speaking learners to solve the problem posed by the teacher. Activity speaking learners are shown in each stages of the process of solving the problem, namely: 1) the stage of conveying an idea; 2) the stage of presentation of the known facts; 3) the stage of studying the learning issues; 4) the stage of the action plan; 5) evaluation. Keywords: learning, speaking, problem-based, strategy, approach, curriculum 201
HAKIKAT, ALASAN, DAN TUJUAN BERBICARA (Dasar Pembangun Kemampuan Berbicara Mahasiswa)
Full text linkThis  article  discusses  the  nature,  reason,  and  purpose  to  speak.  In  this  articlestated  that  in essence  the  speaking is  a  creative expression;  behavior,  reciprocalcommunication;  individual existence;  radiant  personality  and  intellectual,  learningresults of operations,  as well as  a means toexpand their knowledge.  Motivating factor  of human  activity  to speaking  is the  internal drive  individual  and  external encouragement.  The  purpose  of  speaking,  among  others,  to  express  thoughtsand  feelings,  responding  toot  her  people's  conversations,  comforting  others, share information, and influence others.Keywords: the nature, reason, and purpose of speakin
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Pengaruh Model Pembelajaran Think Talk Write terhadap Pembelajaran Menulis Teks Deskripsi di Kelas VII SMP Kota Jambi
Full text linkAbstrak
Penelitian ini bertujuan mengetahui pengaruh model pembelajaran think talk write (TTW) terhadap pembelajaran menulis teks deskripsi siswa kelas VII K SMP Negeri 16 Kota Jambi berdasarkan aspek struktur teks dan kaidah kebahasaan teks deskripsi. Penelitian ini menggunakan metode kuantitatif dengan jenis eksperimen. Rancangan penelitian yang digunakan adalah One Group Pretest-Posttest Design. Objek dalam penelitian ini adalah kelas VII K sebagai kelas eksperimen yang diambil dengan menggunakan teknik Purposive Sampling (PS). Data penelitian ini diperoleh melalui observasi, wawancara, dokumentasi dan data tes unjuk kerja (sebagai data utama). Hasil penelitian menunjukkan bahwa kemampuan menulis teks deskripsi siswa dari hasil posttest lebih tinggi dibandingkan dengan hasil pretest. Tinjauan ini didasarkan pada rata-rata skor posttest memperoleh rata-rata 76,25 dengan KKM mata pelajaran Bahasa Indonesia 70. Berbeda dengan kemampuan menulis teks deskripsi dari nilai pretest yang memproleh rata-rata sebesar 57,18. Setelah dilakukan analisis data dan uji hipotesis dengan bantuan SPSS 21, maka diperoleh signifikansi atau sig sebesar 0,000 < 0,05. Maka dapat disimpulkan bahwa Ha diterima atau ada perbedaan signifikan rata-rata hasil belajar siswa antara pembelajaran konvensional dengan model pembelajaran think talk write (TTW) dalam pembelajaran menulis teks deskripsi siswa SMP Negeri 16 Kota Jambi. Saran yang dapat diajukan adalah memaksimalkan penggunaan model pembelajaran sehingga mampu meningkatkan kemampuan menulis siswa. Salah satunya dengan menggunakan model pembelajaran think talk write (TTW).
Kata Kunci : think talk write, teks deskripsi
Abstract
This study aims to determine the effect of the think talk write (TTW) learning model on the learning of writing descriptive texts for VII K grade students of SMP Negeri 16 Jambi City based on the aspects of the text structure and the language rules of the descriptive text. This study uses a quantitative method with this type of experiment. The research design used was One Group Pretest-Posttest Design. The object in this study was class VII K as an experimental class which was taken using purposive sampling (PS) technique. The research data were obtained through observation, interviews, documentation and performance test data (as the main data). The results showed that the students' ability to write descriptive texts from the posttest results was higher than the pretest results. This review is based on the average posttest score obtaining an average of 76.25 with the KKM in Indonesian subjects 70. In contrast to the ability to write descriptive texts from the pretest score which has an average of 57.18. After analyzing the data and testing the hypothesis with the help of SPSS 21, a significance or sig of 0.000 <0.05 was obtained. So it can be concluded that Ha is accepted or there is a significant difference in the average student learning outcomes between conventional learning and think talk write (TTW) learning models in learning to write descriptive texts of students at SMP Negeri 16 Jambi City. Suggestions that can be submitted are to maximize the use of learning models so as to improve students' writing skills. One of them is by using the think talk write (TTW) learning model.
Keywords: think talk write, description tex
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
